scholarly journals Policies, Practices of Teacher Education Institutions and the Performance of their Graduates

2019 ◽  
Vol 4 (3) ◽  
pp. 621-634
Author(s):  
Dr. Norman V. Alfonso
Keyword(s):  
Teacher Education ◽  
Teacher Education Institutions

GENDER-BASED MODEL IN PROSE APPRECIATION LEARNING FOR TEACHER EDUCATION INSTITUTIONS IN INDONESIA

2018 ◽  
Vol 74 (4) ◽  
Author(s):  
Nas Haryati Setyaningsih ◽  
Fathur Rokhman ◽  
Suminto A. Sayuti ◽  
Ida Zulaeha
Keyword(s):  
Teacher Education ◽  
Teacher Education Institutions ◽  
Gender Based

scholarly journals An Investigation of Early Socialization and Socio-Interactions in Higher Teacher Education Institutions

2016 ◽  
Vol 07 (01) ◽  
pp. 198-206
Author(s):  
Abdul Razaq Ahmad ◽  
Najamuddin Bachora ◽  
Mohd Mahzan Awang ◽  
Suarman &nbsp
Keyword(s):  
Teacher Education ◽  
Teacher Education Institutions ◽  
Early Socialization

scholarly journals Generic Competencies and Specific Competencies among Teacher Education Institutions in Indonesia

2021 ◽  
Vol 5 (1) ◽  
pp. p1
Author(s):  
Dinn Wahyudin ◽  
Ahman ◽  
Yulia Rahmawati ◽  
Arnidah
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Group Discussion ◽  
Teaching Philosophy ◽  
Campus Environment ◽  
Teaching Philosophies ◽  
Descriptive Research ◽  
Generic Competencies ◽  
Teacher Education Institutions ◽  
Teaching Learning

The aim of this paper is to discuss and clarify the general framework of teachers’ competencies, especially on generic and specific competencies that shall be mastered by prospective TEIs in Indonesia. This study presents some empirical base data from selected Teacher Education Institutions (TEIs) in Indonesia concerning with generic competencies and specific competencies that shall be achieved by prospective teachers. In addition, the purpose of study also to have relationship between competencies and teaching philosophies implemented by individual lectures. Descriptive research is one in which information is collected without changing the environment/setting of study. Instruments used were questioners, interview, focus group discussion, and documentation study. Result shows that generic and specific competencies will be influenced by individual teaching philosophies of lecturers. They are strongly influenced and inspired by institutional teaching philosophy. Teaching philosophy is obviously translated in daily teaching learning activities in campus environment. Results also show that teacher competencies affect their values, behaviors, communication, aims and practices in school and also they support professional development and curricular studies. Thus, teachers’ competencies that will improve the teaching-learning process in school is of great importance.

scholarly journals A Study of Evaluation Methods of Teaching Practice of Distance Teacher Education Institutions

2021 ◽  
Vol 6 (2) ◽  
pp. 42-56
Author(s):  
Fouzia Younas
Keyword(s):  
Teacher Education ◽  
Prospective Teachers ◽  
Teaching Practice ◽  
Continuous System ◽  
Monitoring And Evaluation ◽  
Education Institution ◽  
Evaluation Methods ◽  
Chi Square ◽  
Evaluation Of Teaching ◽  
Teacher Education Institutions

This study was aimed to investigate evaluation methods of teaching practice of distance teacher education institutions in Pakistan. Major objectives of the study were: to examine the evaluation methods of teaching practice used in distance teacher education institutions; to analyze the effectiveness of teaching practice at distance teacher education institutions; and to find out the problems/weaknesses in evaluation of teaching practice in these institutions. The population was consisted of all the supervisors of distance teacher education institution offering teacher education programmes. Allama Iqbal Open University Islamabad in Pakistan is example of distance education. Two questionnaires were developed on the basis of related literature for prospective teachers and supervisors to get the responses. The data were collected by administering the validated questionnaires. Randomly 200 respondents were selected. The data were analyzed and interpreted by using percentages and two-way chi-square square techniques. Inferred results were discussed and reported. The major conclusions of the study were that the prospective teachers of distance teacher education institutions are not very satisfied with the duration of teaching practice. Some of the recommendations are that there is a need to put in place a continuous system of monitoring and evaluation of teaching practice including observations of prospective teachers for distance teacher education institutions. The time period of teaching practice may be increased. Self-evaluation of prospective teachers may be included in the evaluation of teaching practice.

scholarly journals Factors Influencing Teacher Educators’ Research Engagement in the Reform Process of Teacher Education Institutions in Myanmar

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110613
Author(s):  
May Thu Kyaw
Keyword(s):  
Teacher Education ◽  
Teacher Educators ◽  
Qualitative Content Analysis ◽  
Case Study Research ◽  
Reform Process ◽  
Related Factors ◽  
Design Data ◽  
Research Engagement ◽  
Research Activities ◽  
Teacher Education Institutions

This study addresses how similar teacher education institutions differ in terms of teacher educators’ research engagement and what causes these differences. Underlying factors were explored by comparing teacher educators’ research engagement at two Education Colleges in Myanmar that differed in terms of the educators’ research activities. Applying the qualitative case study research design, data were drawn from a document analysis and semi-structured interviews with the college principals and teacher educators. Institutional expectation and encouragement for teacher educators’ research engagement, their views on research, ways of their research engagement, and the motives and challenges in each case were scrutinized using a summative approach to qualitative content analysis. The findings demonstrate that personal, institutional, policy-related, and system-related factors influence teacher educators’ research engagement. This suggests that, apart from the consideration of intrinsic and extrinsic motivation, teacher educators’ autonomy in their research engagement should be secured and their policy awareness and buy-in assured.

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